Clinical Law Teaching and Learning (CLTL) – Research: Integration for Legal Education

Abstract

The EACD is postulated as a pedagogical approach that, without ignoring the legacies of the currents and the models that precede it, seeks to transcend the elaborations that supported the creation of Legal Clinics (LC) as an expression of teaching and practical learning of Law. For this, it is proposed to reposition research in the legal field as a function that generates knowledge and the basis of the reasons, forms and potentials that motivate its integration with the EACD. The latter ceases to be assumed as a practical teaching model and is resumed as a pedagogical approach openly compatible with the substantive function of research. To support the EACD as a pedagogical approach, a methodological design based on the qualitative paradigm was proposed, and from the historical hermeneutical approach, documentary sources are used on which the analysis of the qualitative data oriented through a categorization process is deployed. The EACD is postulated as a pedagogical approach that, without ignoring the legacies of the currents and the models that precede it, seeks to transcend the elaborations that supported the creation of Legal Clinics (LC) as an expression of teaching and practical learning of Law. For this, it is proposed to reposition research in the legal field as a function that generates knowledge and the basis of the reasons, forms and potentials that motivate its integration with the EACD. The latter ceases to be assumed as a practical teaching model and is resumed as a pedagogical approach openly compatible with the substantive function of research. To support the EACD as a pedagogical approach, a methodological design based on the qualitative paradigm was proposed, and from the historical hermeneutical approach, documentary sources are used on which the analysis of the qualitative data oriented through a categorization process is deployed.